中学生知识学习观研究

采用自编的《中学生知识学习观量表》,探讨了中学生知识学习观的现状和特点。结果表明:(1)中学生的知识学习观在总体上还是建设性的;(2)不同性别、文理科学生在知识学习观各维度上存在显著差异;(3)初中生的知识学习观比高中生的知识学习观更具建构性;(4)不同成绩水平的学生在知识学习观各维度上存在显著的差异,知识学习过程观、知识价值观、知识学习态度观是中学生学习成绩的有效预测变量。     

Cognitive ability in virtual reality: Validity evidence for VR game‐based assessments

Virtual reality (VR) technology may provide unique benefits for assessing individual characteristics, in contrast with traditional assessments. This study examined validity evidence for the use of VR game (VRG) scores to indicate specific cognitive abilities. Participants completed three VRGs, three computer‐based assessments (CBAs), and additional scales. To evaluate convergent validity, VRG scores were compared with CBA scores. For divergent validity, VRG scores were compared with five factors of personality based on the Five Factor Model. For criterion‐related validity, VRG scores were compared with academic achievement (i.e., grade point average). Findings generally provided support that the VRG scores are related to certain spatial reasoning subdimensions of cognitive ability. However, further research is needed to examine the qualities of VRGs as assessment tools.     

跨职能知识共享对团队创新绩效的影响机制探索

以扎根理论的研究方法,从知识有效共享的角度分析了跨职能整合对团队创新绩效的影响。结果证明：（1）成员之间的知识共享是实现跨职能整合和提高产品创新绩效的关键机制;（2）知识共享行为受到创新氛围、共同目标和组织支持的共同影响;（3）认知障碍是观点冲突产生的主要原因,而知识共享有助于冲突的解决。在此基础上,本研究对比了不同管理措施对团队创新绩效的作用,为组织管理实践提供了借鉴。     

Forbidding Science: Some Beginning Reflections

Growing powers to manipulate human bodies and minds, not merely to heal disease but to satisfy desires, control deviant behavior, and to change human nature, make urgent questions of whether and how to regulate their use, not merely to assure safety and efficacy but also to safeguard our humanity. Oversight in democratic societies rightly belongs to the polity, not merely to self-appointed experts, scientific or ethical. Yet the task of governing the uses of dangerous knowledge is daunting, and there is little evidence that we have the will or the wisdom to do it well.

归纳推理多样性效应的发展及其争论

归纳推理多样性效应指的是在归纳论断中,前提项目数量越多、越多样,将能构成归纳力度越强的推理。已有研究表明成人的归纳推理明显受到前提项目多样性的影响,而幼儿的相关研究却存在着两种对立的观点：一是认为幼儿不能基于多样性进行推理,二是认为5岁左右的幼儿就能够基于多样性进行推理。出现此争论的原因可能与研究方法方面的差异有关,如实验范式与前提组间差异、实验材料类别与概念范畴、属性特征及呈现方式、推理形式;此外,儿童的知识经验也是一个影响因素。未来研究可以结合相关领域的研究范式;深入挖掘影响儿童表现出多样性效应的因素;将任务设计多样化;将实验任务的计分方式多样化;开展相关的应用研究。     

年龄和性别对气味和词汇的语义识别的不同影响

本研究采用基于人口学特征的大规模取样, 通过线索气味识别测验和词汇测验考察了年龄和性别因素对嗅觉功能和语义知识的影响。1497位健康的成人(35岁~95岁)参与了气味识别和词汇熟练性测验。结果表明年龄对两项测验的成绩都有显著的负面影响, 尽管嗅觉测验的年龄效应更大。女性比男性识别出更多的气味且这种效应与年龄无关, 这进一步证实了先前的观察。本文详细讨论了这些发现的意义。     

Does medial prefrontal cortex activity during self‐knowledge reference reflect the uniqueness of self‐knowledge?1

Abstract: For this study, functional magnetic resonance imaging was used to examine whether medial prefrontal cortex (MPFC) activity during self‐knowledge reference reflects the uniqueness of self‐knowledge. Experiment 1 investigated neural activity during self‐knowledge reference (“Does the word describe you?”) and self‐monitoring (“Does the word make you feel pleasant?”). The results showed that self‐knowledge reference and self‐monitoring activate common neural substrates within the MPFC. Experiment 2 compared neural activity produced by self‐knowledge reference, other‐knowledge (acquaintance‐knowledge) reference (“Does this word describe the person?”), and evaluation (“Is this word socially desirable?”). Results showed no increase in MPFC activity during self‐knowledge reference relative to other‐knowledge reference. Furthermore, self‐knowledge reference and other‐knowledge reference share common neural substrates within the MPFC. The results described indicate that it is unlikely that MPFC activity during self‐knowledge reference reflects the uniqueness of self‐knowledge. The feature, as reflected in MPFC activity, is discussed.     

医师知识结构和思维方式与肺血栓栓塞症诊断

肺血栓栓塞症是常见的临床病症,因其临床表现多样,易发生误诊漏诊而导致较高的病死率.但"凡事顸则立,不顸则废",充分掌握肺血栓栓塞症的知识、以正确的思维方式引导临床诊疗可以有效减少和避免误诊漏诊.     

Children's knowledge of deceptive gaze cues and its relation to their actual lying behavior

Eye gaze plays a pivotal role during communication. When interacting deceptively, it is commonly believed that the deceiver will break eye contact and look downward. We examined whether children’s gaze behavior when lying is consistent with this belief. In our study, 7- to 15-year-olds and adults answered questions truthfully (Truth questions) or untruthfully (Lie questions) or answered questions that required thinking (Think questions). Younger participants (7- and 9-year-olds) broke eye contact significantly more when lying compared with other conditions. Also, their averted gaze when lying differed significantly from their gaze display in other conditions. In contrast, older participants did not differ in their durations of eye contact or averted gaze across conditions. Participants’ knowledge about eye gaze and deception increased with age. This knowledge significantly predicted their actual gaze behavior when lying. These findings suggest that with increased age, participants became increasingly sophisticated in their use of display rule knowledge to conceal their deception.     

Knowledge as aptness

I raise several objections to Sosa’s account of knowledge as aptness. I argue that aptness is neither necessary nor sufficient for knowledge. I also raise some objection to Sosa’s treatment of dreaming skepticism.